文章基本信息

标题：The five resources of critical digital literacy: a framework for curriculum integration
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作者：Juliet Hinrichsen ; Antony Coombs
期刊名称：Research in Learning Technology
印刷版ISSN：2156-7077
出版年度：2013
卷号：21
期号：0
DOI：10.3402/rlt.v21.21334
语种：English
出版社：Research in Learning Technology
摘要：This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.Keywords: curriculum development; academic development; digital identity(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334
关键词：education; digital literacy; critical literacy;;curriculum development; academic development; digital identity